The natural trend of our educational policy will now be clear. Leaving out of account large towns, where our problem is, as I have said, the same as that which confronts the industrial classes in the manufacturing centres of Great Britain, we are chiefly concerned with the application of science to the cultivation of the soil and the improvement of live stock, and of business principles to the commercial side of farming; with the teaching of dairying, horticulture, apiculture, and what has been called farm-yard lore, outside the rural home, and with domestic economy inside. On the industrial as distinct from the agricultural side of the work in rural localities, technical instruction must be directed towards the development of subsidiary rural industries. We early came to the conclusion that we could not expect to find a system which we could simply transplant from some other country. The system adopted in Great Britain, where each county or group of counties maintains an agricultural college and an experimental farm, and many more elaborate systems on the continent, were all found on examination to be inapplicable to our own rural conditions, unsuitable to the national character, and unrelated to the history of our agriculture. Many of these schemes might have turned out a few highly qualified authorities on the theory of agriculture, and even good practical directors for those who farm on a large scale. But we are dealing with a country with great possibilities from an agricultural point of view, but where, nevertheless, agriculture in many parts is in a very backward condition, and where it is probably safe to say that three-fifths of the farms are crowded on one-fourth of the land. We are dealing with a community with whom the systems of elementary, secondary and higher education have not tended to prepare the student for agricultural pursuits. A system of agricultural and domestic education suited to the wants of those who are to farm the land must recognise and foster the new spirit of self-help and hope which is springing up in the country, and must be made so interesting as to become a serious rival to the race meeting and the public-house. The daily drudgery of farm work must be counteracted by the ambition to possess the best stock, the neatest homestead and fences, the cleanest and the best tilled fields. The unsolved problem of agricultural education is to devise a system which will reach down to the small working farmers who form the great bulk of the wealth producers of Ireland, to give them new hope, a new interest, new knowledge and, I might add, a new industrial character.